- •От автора
- •Part I parts of a tree Unit 1 The functional parts of a tree
- •1.1 Active vocabulary:
- •1.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 Tree structure
- •2.1 Active vocabulary:
- •1.8 Match the terms with their definitions:
- •1.9 Find sentences from the text1 with Participles and translate them.
- •1.10 Read the text 2 and title it. Text 2
- •1.11 Topic for discussion.
- •U nit 2 The crown
- •2.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 The crown and leaf structure
- •2.3 Find the answers to the following questions in the text 1:
- •2.6 Describe the leaves (figure 2.6).
- •2.7 Match the terms with their definitions:
- •2.8 Skim the text 2. Single out the key sentences and write down them. Text 2 Tree shapes
- •2.9 Topic for discussion.
- •It is interesting to know
- •Unit 3 The crown parts
- •3.1 Active vocabulary:
- •3.2 Read and translate the text 1 using the active vocabulary and a dictionary.
- •The crown parts and functions
- •A. Seeds
- •B. Branches, twigs and buds
- •3.3 Find the answers to the following questions in the text 1:
- •3.5 Divide the words into 3 groups according their meanings:
- •3.6. Read and translate the text 2, paying attention to the bold words. Text 2 Kapok tree
- •3.7 Match the words with their definitions:
- •3.8 Read the text 1 again and say if the statements are false or true. Correct the false ones.
- •3.9 Skim the text 3 and tell what it is about. Text 3 Leaves and Needles
- •It is interesting to know
- •Unit 4 Roots
- •4.1 Active vocabulary:
- •4.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 Root structure
- •4.3 Find the answers to the following questions in the text 1:
- •4.4 Match the words with their definitions:
- •Text 2 Mangrove trees
- •4.10 Topic for discussion.
- •Unit 5 The trunk
- •5.1 Active vocabulary:
- •Text 1 The trunk structure and functions
- •5.3Find the answers to the following questions in the text 1:
- •5.5 Find the sentences with the ing-forms of the verbs in the text 2 and explain their using.
- •5.6 Choose the correct answer for the questions:
- •5.7 Choose the correct word.
- •5.8 Skim the texts 3and 4. Title them. Write down an annotation of the texts. Text 3
- •4.10 Topic for discussion.
- •It is interesting to know Aspen tree trunk
- •Part 2 tree Unit 1 Tree classification
- •1.2 Read and translate the text 1 using the active vocabulary and a dictionary. T Figure 1.1 Sugar Maple ext 1 Tree types
- •1.3 Find the answers to the following questions in the text 1:
- •1.4 Match the terms with their definitions:
- •1.5 Read the text 1 again and say if the statements are false or true. Correct the false ones.
- •1.6 Divide the text 1 into four parts and name them.
- •1.7 Skim the texts 2and 3. Write down an annotation of the texts. Text 2 How to Study Trees
- •Text 3 Shrubs and trees
- •It is interesting to know Popular poplars
- •Interesting facts about trees
- •4.10 Topic for discussion.
- •Unit 2 How trees live and grow
- •2.1 Active vocabulary
- •2.2 Read and translate the text1 using a dictionary. Text 1 How Trees Live
- •Text 2 a. How Does a Tree Grow?
- •Text 3 Dendrochronology
- •2.8 Topic for discussion.
- •Unit 3 Trees
- •3.2 Read and translate the text 1 using the active vocabulary and a dictionary. A. Cypress
- •B. Sugar Maple
- •C. Silver Fir
- •D. English Oak
- •E. Baobab
- •F. Norway spruce
- •G. Teak
- •H. Lodgepole pine
- •3.5 Make up summary chart of some trees (use the texts a-h).
- •3.6 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 Strange Kinds of Trees
- •3.7 Topics for discussion.
- •It is interesting to know
- •Part III forest Unit 1 What a forest is?
- •1.2 Read and translate the text using the active vocabulary and a dictionary. Text 1 Forest classification
- •1.3 Find the answers to the following questions in the text 1:
- •1.4 Divide the text into the main paragraphs and name each of them.
- •1.5 Complete the definitions with the following words and word-combinations: steppe, tropical rainforests, field, savanna, boreal forest, tundra. What is it?
- •1.6 Compare coniferous and deciduous forests, according to the plan. Use the information given below.
- •Temperate Deciduous Forest
- •Description of temperate deciduous forests
- •C oniferous Forest d Figure 1.4 Coniferous forest (Beaverlode, Albergta, Canada) escription of coniferous forests
- •Unit 2 Forests
- •2.1. Read the texts with the help of a dictionary. A. Forests of Russia
- •B. Britain’s forests
- •C. Forests of the usa
- •D. Forests of Canada
- •E. Australian forests
- •F. Forests of China
- •2.2 Make up summary chart of forests in different countries (use the texts a-f).
- •2.4 Skim the text 1. Write down an annotation of the text. Title the text. Text 1
- •2.5 Topic for discussion.
- •Unit 3 Rainforests Text1 Tropical rainforests
- •3.1 Read and translate the text 1 using a dictionary.
- •11.4 Divide the text into the main paragraphs and name each of them.
- •11.5 Read the text 1 again and say if the statements are false or true. Correct the false ones.
- •11.6 Skim the text 2. Title it. Write down an annotation of the text. Text 2
- •11.2 Find the answers to the following questions in the text 1:
- •11.7 Topic for discussion.
- •1.1 Read and translate the text 1 using a dictionary.
- •1.3 Make up the plan of the text 1, putting the names of the parts according to the text 1:
- •1.4 Write out from the text all word-combinations with the word «forest»and translate them into Russian. Consult a dictionary if necessary.
- •1.6 Skim the text 2 (a, b). Write down an annotation of the texts. Text 2 a. Forest Service in The usa
- •B. Forestry in the uk
- •1.7 Read and translate the text. Professional foresters
- •1.8 Speak on
- •Unit 2 Protecting the forest
- •2.1 Read and translate the text1 using a dictionary.
- •Forest problems
- •Insect and Disease Problems
- •The Control of Fire
- •Text 2 Trees in danger
- •2.8 Study figure 2.4 and tell about Bark beetle life cycle.
- •2.9 Read the text 3 without a dictionary. Text 3
- •2.10 Discuss the information from the text 3. Unit 3 Forest Products
- •3.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 f Figure 3.1 a wall lamp made partially from plywood orest Products
- •3.3 Answer the following questions:
- •3.4 Make up the plan of the text1, putting the names of the parts according to the text 1:
- •3.5 Write out from the text all words and word – combinations with the word “wood” and translate them into Russian. Consult a dictionary if necessary.
- •3.7 Read and translate the text using a dictionary, paying attention to the bold words Title the text.
- •3.8 Read the text 2 using a dictionary. Text 2 a. Wood for craftsmen
- •3.9 Skim the text 3. Write down an annotation of the text. Text3 Wood Production
- •3.10 Topic for discussion.
- •Part V texts for additional reading
- •1 Tree parts and how they «work»
- •2 The buds
- •3 Photosynthesis
- •4 The root system
- •5 Hardwood Forests
- •6 Softwood Forests
- •7 Mangrove Forests
- •8 Improving the Forest
- •9 Sap flow in desert trees
- •10 Birch
- •11 Kapok Tree
- •12 Common Lime
- •14 Temperate forest
- •15 Layers of the Rainforest
- •16 Urban Tree Decline
- •Figure 16.1 Maple declining from paving
- •17 Forest fires a Positive Effects of Forest Fires
- •B Negative Effects of Forest Fires
- •18 Soil and Forests of Russia
- •19 The Russian boreal forests
- •20 Larch Forest in Krasnoyarsk
- •21 Bashkortostan protected nature areas
- •Celtic Astrological Signs
- •What are different woods used for?
- •English-Russian vocabulary of the main Forestry Terms
- •29. Farmsteads
- •85. Unforested lands
- •Units of meazurement
- •Библиографический список
- •Contents
1.7 Read and translate the text. Professional foresters
When forestry was in its infancy, it was a career for hardy men who loved the outdoors. Most of the foresters worked for the government and spent their time protecting the forests against fires and illegal woodcutters.
In recent years foresters have become much more professional. Now a man or woman who wants to practice forestry is expected to have a college degree in forest sciences. Many professional foresters work for the government, but their work is different from that of their predecessors. Professional foresters are usually called on to be forest managers, directing other people in the tree planting, tree improvement, and protection activities they prescribe.
Many foresters find careers in research, working in such areas as tree improvement or insect control. Some researchers work for government agencies, but industry also employs forest scientists. People with less formal training may still find careers as forest rangers, protecting the forests, or in related activities such as harvesting and tree planting.
1.8 Speak on
Are you interested in the information from the texts 2 – A, B and the text 3? Is it useful for your future work? Discuss it.
Unit 2 Protecting the forest
2.1 Read and translate the text1 using a dictionary.
T
ext1
Forest problems
Once the forest is started, protection is a major concern for forest managers. Fire is one of the most dramatic enemies, especially for hardwood species. But insects and diseases, while not so obvious as fire, destroy far more trees each year than are lost to fire and other natural disasters.
Insect and Disease Problems
I
Figure
2.1
Dutch elm disease is caused by a fungus which is spread by the elm bark beetle. It was first identified in the Netherlands in 1921 and, since then, has been found all over the Europe and North America. The first symptoms appear in early June. The shoots wilt, the leaves shrivel and die, and branches die back from the tips. The leaves shrivel and die, and branches twisted. Finally the whole branch of the tree may die.
On cutting through a cross section of dead wood, brown spots can sometimes be found. Vertical black streaks can be seen on the outside of the wood. The disease can be controlled by cutting off the branches several yards away from any signs of the disease. Fungicides can be used to kill the elm bark beetle. The fungus is also spread to healthy elms by underground roots which have grown together. To prevent this, trenches must be dug to stop contact between healthy and unhealthy roots. The ground can be injected with fungicide and even the trees themselves can be injected to protect the healthy elms and to prevent the spread of the fungus before the trees are injected. This photo (figure 2.1) is all too typical of the devastation caused by Dutch elm disease. Once a tree in a row is infected, the disease can move through connected root systems to kill the entire row.
As a rule, older, slower-growing trees that have lost their vigor, and trees that have been damaged by fire or drought, are most vulnerable to attack by insects and disease. Often, however, insect and disease infestations grow to epidemic proportions in weak stands and then the pests attack nearby healthier stands.
Forest scientists continually search for ways to control enemies of the productive forest. They have created many special chemicals to help control forest pests and diseases. Much ecological research is being done to encourage natural enemies of insect pests in order to control destructive populations.
